2019 Hunter River High School Annual Report...Hunter River High School is a comprehensive, co–educational secondary school with an enrolment of approximately 800 students, 20% of

Hunter River High School2019 Annual Report

8219

Printed on: 22 May, 2020Page 1 of 21 Hunter River High School 8219 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Hunter River High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Hunter River High SchoolElkin AveHeatherbrae, 2324www.hunterriv-h.schools.nsw.edu.auhunterriv-h.school@det.nsw.edu.au4987 2306


School background

School vision statement

At Hunter River High School we are committed to fostering academic excellence through the provision of a caring andsupportive learning environment. Quality relationships are developed between staff, students and the community throughour values of Harmony, Respect, Honesty and Success. Every student is encouraged to become confident, creative andresilient life long learners.

School context

Hunter River High School is a comprehensive, co–educational secondary school with an enrolment of approximately 800students, 20% of whom identify as Aboriginal and/or Torres Strait Islander. Our school is located on Worimi land, close tothe Hunter River at Heatherbrae, south of Raymond Terrace. 'Quality Relationships – Quality Learning' is the motto thatunderpins our community’s belief that quality educational outcomes are achieved when all partners in the educationalprocess work collaboratively in a supportive, harmonious environment. Through high expectations and embeddedPositive Behaviour for Learning (PBL) values of Harmony, Respect, Honesty and Success, the school provides alearning environment that aims to give each student the opportunity to reach their highest potential. Hunter River HighSchool offers an innovative curriculum that includes a full academic load plus locally significant programs, including awide range of nationally accredited Vocational Education and Training opportunities. Hunter River High School is aP–TECH (Pathways in Technology) Pilot school, a leader in STEM education initiatives, and provides extensiveprograms enhancing Aboriginal education, Literacy and Numeracy outcomes.


Self-assessment and school achievement

This section of the annual report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence


Strategic Direction 1

Excellence in Learning

Purpose

To create a responsive and robust learning culture, underpinned by consistent support structures and quality assessmentpractice to ensure students thrive and succeed.

Improvement Measures

Year 9 NAPLAN data indicates improved performance in: • Writing 20% students achieve band 8 (from 14.9% in 2017). • Numeracy 30% or more students achieve band 8 or greater (from 24.1% in 2017). • Numeracy 3% or more students achieve band 10 (from 1.5% in 2017). • Aboriginal student data – 30% of Aboriginal students achieve band 8 or greater in reading (from 25%) 20% writing(from 14%) and 25% numeracy (from 19%) in 2017.

• HSC Value add data progressively indicates upward improvement trends. • Internal survey data indicates there is growth in the number of students who feel supported to improve academically.

Attendance data improves by 1% per year to culminate at 88% or higher.

Progress towards achieving improvement measures

Process 1: Assessment

Learning is data driven, based on formative assessment practice with timely, targeted intervention andfeedback.

Evaluation Funds Expended(Resources)

• Executive staff led professional learning on data analysis including, HSC,RAP and Scout. Head Teachers collectively led their faculties in activatingdata to inform the development of authentic formative assessment strategies.This will be further explored in 2020 to inform future directions to enhanceteaching strategies and student outcomes. • HSC data indicated that 36.5% of students achieved in the top 3 bands,increased from 28.2% in 2017. • Internal survey data indicated that all stage 6 students felt supported in theSenior Learning Area (SLA) to access and utilise resources to improveacademically. • Year 9 NAPLAN results indicated that 11.03% of students achieved in thetop 2 bands for Reading and Numeracy (Premier's Priority), increased from6.32% in 2017. Writing indicated that 18% of students achieved a band 8,increased from 14.9% in 2017. Numeracy indicated that 72% of studentsachieved a band 7 or higher showing an increase from 68% in 2017. 60% ofAboriginal students achieved a band 7 or higher in Numeracy, increased from43% in 2017. 37% of Aboriginal students achieved a band 7 or higher,increased from 28% in 2017. • The school established an Assessment Professional Learning Community(PLC) who undertook extensive learning on the current best practiceresearch on assessment. This team led the reflection of the School Plan inassessment and designed purposeful professional learning for all staff. • All staff actively participated in a professional learning masterclass infeedback and formative assessment practices and utilised the latest researchin their teaching. • Formative assessment practices and targeted feedback instructionalleadership action plan was developed collaboratively with the assessmentPLC. Members trialed strategies within their own classrooms, capturing andsharing video samples for further professional development. • Staff across six faculties trialed, shared and gathered evidence ofpedagogical practices in reframing feedback within their respectiveclassrooms to foster optimal learning environments.

• Literacy Coordinator – $5,400 • Numeracy Coordinator – $5,400 • Professional Learning – $75,000 • Resources – $10,000 • Cultural Room Coordinator andsupport staff – $92,000 • Transition Coordinator – $21,400 • Future Focused LearningCoordinator – $21,400



• Cultural support was offered to all student to provide extensive wellbeingand academic mentoring. Students were also supported through theBirriwal–Wakulda and Milbadjunga programs.

Process 2: Mentoring

Authentic and comprehensive mentoring programs drive individual goal achievement.


• Successful design and implementation of a senior mentoring program wasestablished in conjunction with targeted senior workshop days to establishpost–school option pathway connections. Internal survey data indicated that80% of stage 6 students found the strategies and activities within thementoring program to be beneficial. • Wellbeing focused roll call groups established in stages 4 and 5 to allow fortargeted initiatives that supported the Wellbeing Framework for Schools,Positive Behaviour for Learning, careers mentoring and literacy andnumeracy targeted focus areas. • Ignite to Write was introduced through a very successful trial in year 8where expert staff delivered personalised intervention and instruction. Thesuccess of the program and improvement to students literacy skills throughthe Literacy Progressions has been extended into 2020, where all students inyear 7 will receive targeted intervention. • Senior students were supported to establish authentic study routines andlearning goals, receiving advice from staff mentors. • The Atomi platform provided valuable support across a variety of stage 6subjects, with video's and quizzes specifically aligned to syllabus dot points tosupport students understanding and application of knowledge. • Highly successful design and delivery of personalised learning support forall stage 6 students in the Senior Learning Area.

• Industry Liaison Officer – $105,000 • ATOMI – $16,000 • Professional learning – $75,000

Process 3: Positive Behaviour for Learning (PBL)

Evidence based, consistent, whole school processes drive improved learning outcomes.


• All staff engaged in extensive professional learning and analysed datapatterns to inform future planning. • Strategies and procedures were developed and implemented resulting inimproved data. Policies and procedures have been reviewed and updated asnecessary. • Professional learning was implemented to ensure that staff have thecapacity to engage in consistent processes. • A general management plan was developed, including the inclusion ofpreventative strategies for setting up a positive learning environment andbuilding positive relationships, as well strategies for managing challengingbehaviours. • A comprehensive consistent behaviour management matrix for teacherswas collaboratively developed, outlining staff responsibilities and action forspecific behavioural issues. • Individual matrices for all learning areas were developed and explicitlytaught. Visual reminders are in place to decrease verbal instruction andincrease student knowledge of expected behaviours. • Community PBL continued to be a shared initiative and led to positivebehaviour trends in the community. Our community sponsorship withMarketplace remains strong and students were celebrated weekly fordisplaying core community values. This community initiative culminated inHRHS receiving the NSW Secretary of Education's Award for SchoolAchievement for Raymond Terrace Community Positive Behaviour forLearning. • Attendance continues to be a target area for improvement.

• Administrative time/programs –$14,000 • Wellbeing Coordinator – $86,000



Excellence in Teaching

Purpose

To shift the paradigm to ‘High Challenge, High Expectations, High Support’ through explicit teaching, informed by qualitydata analysis and collaborative practice.


100% of Teaching and Learning programs evidence explicit, evidence based teaching pedagogy.

Quality Teaching Rounds are embedded in school culture.

Staff PDP's and eTAMs professional learning logs reference reflective teaching practice.

Several staff members accredited at Highly Accomplished and Lead.


Process 1: Evidence Based Teaching

Professional Learning (PL) targets evidence based and data informed teaching pedagogy to optimisestudent outcomes.


• Staff meetings were redesigned to support extensive professional learningthat allowed for collaborative evidence based research opportunities andfuture planning. • Staff collaborated on strategic initiatives across the school and sharedlearning via online platforms. • Evidence–based professional learning in formative assessment practiceswere the catalyst for a school–wide systematic approach to programming andfeedback cycles. • Executive staff led professional learning in successful What Works Bestpractices, including explicit teaching of learning intentions and successcriteria to model and guide student learning. • Executive staff collaborated through completing 'walk–throughs' in theirfaculties to develop agreed and consistent protocols across the school. • Summative assessment tasks evidenced explicit scaffolding to supportachievement and learning.

• Deputy Principal Teaching andLearning – $163,254 • Professional learning funds –$75,000

Process 2: Quality Teaching Rounds

Quality Teaching Rounds support a culture of collaborative professional observation and learning.


• Eight staff collaborated with the University of Newcastle in Quality TeachingRounds training. Staff shared their training and the fundamentals of therounds with all staff enhancing teacher quality across the school. • Five QTRs occurred across the school that involved nineteen staff andseven faculties. • 100% of QTRs met the Fidelity Check as prescribed by the UoN. The PLCshared feedback to support future targeted professional learning andcollaborative practice.

• Quality Teaching Rounds – $40,000

Process 3: Accreditation

Teaching staff are supported in all career stages, gaining and maintaining accreditation at Proficient,Highly Accomplished and Lead.




• Five staff (two aspiring executive staff and three current executive staff)gained entry in to the Leadership Development Institute (LDI) and completedextensive training. • Current LDI participants were supported by the Deputy Principal Teachingand Learning. • Executive staff increasingly developed their confidence in supporting theirstaff through the PDP process, including targeting professional learning tobuild the capacity and skill–set of their team. • A comprehensive PDP process supported and adhered to staff goals,including planning future professional learning opportunities. • All staff engaged in the PDP process and successfully logged theirprofessional learning and maintained accreditation. • Beginning Teachers attended professional learning masterclassesfacilitated by the Head Teacher Secondary Studies. This led to five teachersgaining accreditation in 2019.

• Deputy Principal Teaching andLearning – $163,254 • Professional learning funds –$75,000 • Leadership Development Institutegrants have been gained by allworking toward higher levels ofaccreditation



Excellence in Leading

Purpose

To develop leadership capacity and a cohesive educational community across the school to facilitate continuousimprovement.


Survey data evidences improved faculty practice and staff confidence in respective Head Teachers.

Survey data indicates parent and community confidence in school leadership team.

Survey data indicates an increase in productive relationships with parents/carers and external providers.


Process 1: Executive staff and aspiring leaders

A distributed leadership model informs the identification, support and mentoring of aspiring leaders todrive a whole school culture of continuous improvement.


• Highly successful redesign of executive meetings that focused on buildingthe educational leadership skills of all Head Teachers. This initiative led tothe professional development of aspirant staff where a quality 2IC teachersupports the Head Teacher in the operations and faculty planning. • Executive staff collaborated with the Director, Educational Leadership for amasterclass on leadership. This was supported by purposeful professionalreadings and collaboration in Collective Efficacy, The Science of Learningand CESEs Six Effective Practices in High Growth Schools.

• Deputy Principal Teaching andLearning – $163,254 • Professional learning funds –$75,000

Process 2: Community

A cohesive educational community supports a culture of high expectations, parental engagement andstudent success.


• Head Teachers continued to strategically collaborate to support thedirections of the school. Each faculty grew in leadership capacity with theprofessional development of their team in alignment with efficacious practicesbetween faculties. • Community engagement remained extremely high with parents as positivepartners in education. Over 99% of families attended the Year 10 informationevening and subsequent placement preparation interviews. • An engaging and highly valued transition program fostered collaborativeopportunities for all students in our partner primary schools. Instigating arange of creative and future–focused workshops including, STEM, ScienceRoadshow, Lego Robotics, Sport and Creative and Performing Artsopportunities. Students enjoyed a variety of transition days. • An enrichment class continued to successfully operate in stages 4 and 5 tosupport the educational needs of students. • 'Meet the Teacher' evening celebrated an historically high number ofcommunity members in attendance. • Communication forums remained at a high as site traffic to both theschool's website and Facebook accounts increased proportionally. TheCommunity Liaison Officer supported a range of initiatives including therebranding of our school logo and public profile. • The P & C remained active supporters and contributors to key initiatives

• Industry Liaison Officer – $105,000 • Community Liaison Officer –$43,200



across the school. • A larger proportion of parents completed the TTFM survey with positivefeedback received. • P–Tech remained strong with opportunities for students to visit our partnersincluding, BAE Systems, Jetstar, Varley Group, Ampcontrol, and TomagoAluminium. 100% of parents attended a parent/industry work placementmeeting led by the Industry Liaison Officer (ILA). The Principal and ILA wereinvited to share the success of the P–Tech program in New York., at thePlanet P–Tech 19 Conference. • P–Tech students explored industry opportunities through work placementswith industry partners, building transferable skills for employment, andpracticing technical skills learned as part of the Vocational Education andTraining pathways that they were committed to. The ILO further developedrelationships with our partners, which led to students gaining School BasedApprenticeships and Traineeships with local industry partners. Twocompanies employed their first ever School Based Trainees. • Indigenous students engaged in a Yarning Circle project, led by theIndustry Liaison Officer, Science teachers and the Cultural Team. Studentscommitted to the planning and building of an Indigenous learning circle thatengaged the community, including local industry to bring opportunities andprograms to HRHS. • Hospitality staff and students established an in–school hospitality businessthrough a highly successful coffee cart program. The project furtherdeveloped opportunities and access for students to engage in quality industrytraining, and assisted students in preparation for the workforce.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundflexible – $54,072

• Funds employed an Aboriginal LearningSupport Officer, an Aboriginal EducationCoordinator and Aunty Lyn as mentors tosupport students in cultural, social andacademic achievement goals. The CulturalRoom operated at capacity with manyteachers working collaboratively with staff todeliver engaging pedagogy. • All Aboriginal students had an activePersonalised Learning Pathway (PLP) thatsupported collaboration through higher levelsof student engagement and high expectationlearning outcomes.

Low level adjustment for disability • Low level adjustment fordisability flexible –$110,984

• Students requiring learning adjustmentswere supported by School Learning SupportOfficers (SLSOs) and received differentiatedcurriculum support. • The Learning and Support Teachers(LASTs) initiated ongoing support for studentsrequiring additional support and providedresources and professional support to aidteachers in the classroom. The LASTscollaborated with student, parents, staff andinternal and external agencies to create activeIEPs to ensure equitable access to learning. • The Senior Learning Hub (SLA) deliveredacademic and wellbeing programs to supportstage 6 students to achieve learning goals.

Socio–economic background • $900,272 • Funds were distributed to vulnerablestudents to ensure equality in educationincluding school fees, canteen accounts,excursions and uniform. • Additions to wellbeing initiatives includedthe redesign of roll call , the Senior LearningHub, Head Teacher Wellbeing reducedteaching load, Girl's Advisor and Boy'sAdvisor allowed for greater opportunities tosupport the educational and emotional needsof all students. • External programs supported theeducational needs of students including Atomifor HSC support. • Internal support initiatives such as Focus onReading, Focus on Writing, Numeracy byNecessity and Positive Behaviour forLearning ensured staff were upskilled to meetthe complexity of student needs. • The Learning Centre (TLC) supportedstudents in completing their class andassessment work, with teacher and SLSOassistance and technology support. • Transition to high school programsincreased the positive relationship betweenHRHS and partner primary schools.Enrichment days were led in STEM, literacy,numeracy, creative and performing arts andsporting opportunities to support studentlearning outcomes.

Support for beginning teachers • $16, 938 • Beginning teachers were stronglysupported through a variety of professionallearning with the assistance of their Head


Support for beginning teachers • $16, 938 Teacher. All beginning teachers completed aninduction program and were supported increating their PDP. Mentoring programssupported collaborative practices includingclassroom observations and professionalconversations to support and improveclassroom practice. • Three permanent beginning teachersreceived targeted funding during their first twoyears of teaching. Support strategies includedtimetable concessions, mentoring andadditional professional learning opportunitiesboth internal and external.

Targeted student support forrefugees and new arrivals

• English languageproficiency – $24,549

• Students were supported by a LOTE trainedteacher who facilitated learning opportunitiesto meet curriculum outcomes.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 385 411 422 445

Girls 349 370 393 389

Student attendance profile

School

Year 2016 2017 2018 2019

7 91.1 88.3 88.7 88.6

8 91 88.4 83.9 83.5

9 87.8 87.1 84.6 83

10 84.9 85.3 82.7 79.8

11 85.4 81.5 81 81.5

12 87.3 87.9 79.8 85.5

All Years 88 86.2 83.9 83.7

State DoE

Year 2016 2017 2018 2019

7 92.8 92.7 91.8 91.2

8 90.5 90.5 89.3 88.6

9 89.1 89.1 87.7 87.2

10 87.6 87.3 86.1 85.5

11 88.2 88.2 86.6 86.6

12 90.1 90.1 89 88.6

All Years 89.7 89.6 88.4 88

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Post school destinations

Proportion of students moving into post-school education, training or employment

Year 10 % Year 11 % Year 12 %

Seeking Employment 0 0 0

Employment 0 4.92 30.26

TAFE entry 0.48 0.41 13.35

University Entry 0 0 24.03

Other 1.92 9.84 1.78

Unknown 0.16 0.41 6.23

Year 12 students undertaking vocational or trade training

64.63% of Year 12 students at Hunter River High School undertook vocational education and training in 2019.

Year 12 students attaining HSC or equivalent vocational education qualification

94.7% of all Year 12 students at Hunter River High School expected to complete Year 12 in 2019 received a HigherSchool Certificate or equivalent vocational education and training qualification.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Head Teacher(s) 10

Classroom Teacher(s) 44.2

Learning and Support Teacher(s) 2.1

Teacher Librarian 1

School Counsellor 2

School Administration and Support Staff 18.28

Other Positions 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,525,799

Revenue 11,778,033

Appropriation 11,231,340

Sale of Goods and Services 257,862

Grants and contributions 281,006

Investment income 7,625

Other revenue 200

Expenses -11,723,537

Employee related -10,459,381

Operating expenses -1,264,155

Surplus / deficit for the year 54,497

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 1,065,768

Equity Total 1,536,996

Equity - Aboriginal 196,167

Equity - Socio-economic 978,959

Equity - Language 5,907

Equity - Disability 355,962

Base Total 7,584,257

Base - Per Capita 201,521

Base - Location 0

Base - Other 7,382,735

Other Total 617,587

Grand Total 10,804,608

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals,which are calculated without any rounding.


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


School performance - HSC

The performance of students in the HSC is reported in bands ranging from Band 1 (lowest) to Band 6 (highest).

The information in this report must be consistent with privacy and personal information policies. Where there are fewerthan 10 students in a course or subject, summary statistics or graphical representation of student performance is notavailable.

Subject School 2019 SSSG State School Average2015-2019

Biology 64.7 62.0 69.9 57.5

Business Studies 56.9 59.1 68.6 62.8

Community and Family Studies 70.7 66.8 72.2 68.8

English (Standard) 64.1 60.8 67.3 59.8

Investigating Science 53.5 60.3 66.5 53.5

Mathematics Standard 2 60.0 60.4 67.7 60.0

Music 1 77.9 73.6 79.9 79.0

Visual Arts 73.7 72.0 78.8 74.2


Parent/caregiver, student, teacher satisfaction

Our school took part in the Tell Them From Me Surveys in 2019.

Parent Survey Summary • Parents feel welcome when visiting our school and find the administrative staff helpful • Parents feel well informed about school activities and feel that they can easily speak with their child's teacher • Parents feel that they can speak with the school principal • Parents said that written information from the school is in clear, plain language • Parents said that activities are scheduled at times when they can attend • Parents are satisfied with reporting and said that written reports are in terms that can be understood • Parents said that teachers have high expectations for their child to succeed • 67% would recommend the school, with 19% neither agreeing or disagreeing • 82% identified school newsletters, 68% the school website and 75% designated social media as useful and very

useful for communication about school news

Student Survey Summary • Our students participate in school sports at a similar level to the NSW Government Norm • Our students identify at a similar level to the NSW Government Norm for positive relationships at school • Students indicate positively that they value schooling outcomes • A higher number of students than the NSW Government Norm agreed that positive teacher–student relations are

in place • Students feel that expectations for success and quality instruction is delivered • A higher number of students than the NSW Government Norm feel that HRHS fosters a positive learning climate • 47% of Aboriginal students feel good about their culture

Teacher Survey Summary • Teacher participation in a variety of professional learning was extremely high and was delivered by internal and

external providers • Teachers continue to utilise Positive Behaviour for Learning as a systematic approach across the school • Our teachers collaborate with each other to provide educational opportunities for students and improve outcomes • Teaching strategies are based on What Works Best recommendations, including explicit instruction and timely

feedback to students • Data informed teacher practice is examined to design effective teaching and learning


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2019 Hunter River High School Annual Report...Hunter River High School is a comprehensive, co–educational secondary school with an enrolment of approximately 800 students, 20% of